Timelines and deadlines. Whenever I assign a group project, each group, and individual member, receives a timeline of when certain goals need to be completed. Also, they receive a deadline for completion. In this way, I can gauge the progress of each group and the participants involvement within the group.
I feel that my making the groups have a mixture of diversities, production increases. Students who have more experience love to share it, and those who do not, love to learn it for a peer.
Also, by giving an outline, expectations, and an overall map of what the task of each and all groups is for, will enable them to realize their collective and individual goals.
Hi Roberta!
With most things in life, if we know what is expected, we follow through and are successful. I like this approach!
Jane davis
ED106 Facilitator
Hi Sue!
Good job!
I have asked aeveral instructors do they use a rubric so that students are clear on expectations and have never gotten a response. I am curious, what tool do you use to give them those check points?
Good job!
Jane davis
ED106 Facilitator
i assisgn different students to mini tasks within the group and then check in periodically
Giving a clear outline of tasks, expectations, and time frame to complete the task helps students in a group stay on task.
When my students work in groups I give them little check points when they should check in with the instructor. This helps them not only stay on task but also if they have any questions along the way they can be addressed
I agree with the intermittent goals as well. I make a point of either have a handout with the expectation of timing of completion or have it written on the board for checking. I check in with each group and then leave time for exchanging the information at the end of class.
This is a good idea, I have used it myself. This also helps to prevent any of the lets just sit here and talk about what we did last night. It does help keep the students very much on task, because at least one person in the group is going to be competative and drive the group.
Giving every student a clear outline of what is to be done in the group and the grading rubric for the assignment as well as the grading rubric that they are to use on each other.
Like many other instructors, I provide my groups with an outline of their 'suggested' goal. (This goal may change if the group can prove their reasoning for doing so.) I, too, circulate around the room - listening and asking questions. After a presentation is made or a group report is turned in, I ask for group and individual feedback/grading suggestions.
Hi Mary!
I really like the idea of starting with small tasks. This gives the group an opportunity to grow into a productive team.
Good work!
Jane Davis
Ed106 Facilitator
When working with stuent groups I like to start with smal tasks to get them started. I do try to create groups by random assignment as I feel it takes a lot of the pressure off the social dynamic and the anxiety of peer pressure.
If the task is a short 15 minute in-class activity, I'll spend some time with each group, checking on their progress and making suggestions if necessary.
Hi Jay. First I may sure that each group knows what deliverable/end product is expected and any particular processes, techniques, procedures, formats...etc. they are to use. I also have a different team leader for each exercise, typically selected by the group. This gives each student the experience/importance of being a leader and follower.
Carl, I really like your "project" approach to gourp work as this is very real world.
Keep up the good work!
Jane Davis
ED106 facilitator
When I have groups working together I always roam the room to make sure that they are working on the assignment and not just socializing. I have also broken the assignment down where they have to give preliminary information with a certain time to make sure that they are working towards compleletion of the assignment.
When I break my students out into small groups I have them give a mini-presentation at the end of class. It is not formal but it gives them a short term goal when working in groups and keeps them on task. It gives me as the instructor a measure of where they are on the project I have assigned. It also gives the students an idea of what the other groups have accomplished. Overall, I have found this to be an effective method because the students will offer feedback to the other groups which increases course discussion and participation.
To keep learning groups on course begins before the groups are assembled. The syllabus must contain an outline of group responsibility. The responsibility, must addressed in detailed during at the time the syllabus is reviewed. When the groups are formed the syllabus areas concerning the group must be review. As the learning groups are performing each group must file a weekly report. Each member of the group must provide information on what they are doing. The group leader should assemble the report outlining the areas the group have and are to cover.
Walter
Depending on the time due for the end product, most groups need short term or interim milestones to keep them on track. The natural tendency is to wait until the last minute to cram and get the work accomplished, so these interim 'due outs' serve to keep the ball rolling toward the finish line.
